Post Assessment

It is dulled into the mind’s of student’s since the beginning of their academic career that an individual will not amount to anything without a college education. Numerous statistician’s believe that education is key! Many people fail to realize that a college education is not essential to success, or so they say.

In order to provide a comprehensive school counseling program (CSCP) that meets the unique needs of Ocean Elementary School, the school counselor must understand the needs of the school. Therefore, conducting a needs assessment can help a new school counselor to evaluate the CSCP in order to plan, implement, and improve the effectiveness of the program (Astramovich & Coker, 2007). Additionally, utilizing the accountability bridge counseling program evaluation model, a continuous evaluation cycle helps to improve services based on stakeholder feedback, the needs of those served, and outcomes (Astramovich & Coker, 2007). Within this model, a needs assessment must be conducted in order to plan and develop services that address the needs of the students (Astramovich & Coker, 2007). Thus, by utilizing assessment questionnaires, the school counselor can gather information from the diverse population of students, parents, teachers, and administrator to determine how the CSCP can best support all students’ needs (American School Counselor Association [ASCA], 2012). Additionally, the use of other data, such as observations, standardized test scores, absentee rates, and student referrals can support the feedback received on the questionnaires. Based on the data, the school counselor can evaluate the school counseling program in order to improve the program in the domain areas of academic, social/emotional, and career development. Thus, within the accountability bridge counseling

Higher education in America is facing many challenges, i.e., low retention, low graduation rates and less funding. Postsecondary institutions are scrambling to remain a competitive entity within society. In order to do so, students must remain in school (Talbert, 2012). The Office of the White House states (2014), educational attainment is critical to our county’s economic success. In essence, the work force is creating more jobs requiring more education and a higher level of skill than was previously achieved. Individuals with only a high school diploma will not make into the middle class sector because of

In society today, a college education is often seen as a “the next step” in a young adult’s life. Whether they actually know what they would like to earn a degree in, they feel the need to continue their education as almost everyone around them is pursuing post-secondary education of some sort. It is often argued that a college education is not necessary to get ahead because of the manufacture based workforce that is up and coming in America, however, there are many benefits to having a post-secondary education such as a higher rate of pay and more job opportunities.

College Education is the end of uphill battle for students. These vital and rigorous educations provide greater opportunities in life. A lot of hardships are

With the workforce becoming more competitive in today’s economy, the educational requirements have increased. By the year 2020, approximately 65% of all jobs in the United States will require a postsecondary education and/or further training proceeding high school education (“Recovery”). One thing that is not increasing is the rate of college enrollment of students from the Detroit Public Schools or college enrollment in general. There are many factors that contribute to this problem, just as there are also many solutions that may help assuage it. The main reason why students from Detroit Public Schools are not enrolling in postsecondary education institutions has to do with their financial situation.

We learned the importance and how to manage our counseling program using data collection, assessments and reporting tools (AR1.2). Finally, the Accountability System includes results reports, impact over time, and performance standards. Data analysis, program results, and evaluation and improvement are all a focus for this component. This component helps the counselors justify programs of change to assistance student achievement. The ASCA National Model School supports the counselor in the implementation of the comprehensive program.

to about 83 percent of high school graduates enroll in some form of postsecondary education, but only about 52 percent of students complete their degrees. Further, a very small proportion of students complete a degree in four years—“among students starting at ‘four-year’ institutions, only 34 percent finish a B.A. in four years, 64 percent within six years, and 69 percent within eight and a half years.”

Many high school students sometimes wonder if continuing their education after high school is truly worth it. Obtaining a four-year degree is a very expensive and time-consuming task. After graduating from college and getting a Bachelor’s degree, the goal is to find a job that fits their chosen profession and earn more money than if they would have not gone to secondary school. The worry of many students is that they will not be able to achieve this goal in finding a job with their degree or that the pay will not be worth it as they are paying off loans after graduation. People have different opinions on the matter and some do not even consider that college is not worth the money. The real question of concern is whether colleges are assisting students towards their goal and if the time and money spent on the degree is worth it to the student and family.

Studies suggest that fifty percent or more of new jobs that will appear in the upcoming decades will require their employees to have a postsecondary education (America’s Promise). However, the rising price of a college education is preventing many students from achieving their goal. This only adds to the number of unemployed young adults and the number of Americans living in property. People always say if you’re tired of being poor then do something about it but it is not as simple as it used to be. In the past thirty years the cost of getting a college degree has increase by 1,120 percent (Mosbergn). Not only that, but if you do manage to get a degree after you graduate you are often left paying off student loan debt. As of 2013, the amount of student loan debt to be paid off has surpassed one trillion dollars. Another reason why many student opt out of going to college is because they believe it is a waste of time. While that may not be the case for all students a recent poll showed that forty percent of college graduates are unemployed and left struggling to pay off a student loan alone with no job

Being able to attend and graduate college is a dream and the next step in life for many students. However, going to college and finishing school are two completely different things. There has been a decrease in students who completed college. Researchers are wondering, what is causing students to not finish schooling? There are many reasons and questions to why it could be affecting the completion of college rates. One of the main issue is the skyrocketing cost of college tuitions. Majority of students are having stress and anxiety for not being able to afford college. This result in having to take out a student loan and having to pay thousands of dollars after they graduate. The last thing students want for their future is having to work

Investigating college-readiness by looking at the data for particular groups pinpoints definite achievement gaps. The profile of a college student in the United States reveals that about 60% of recent graduate are “not college-ready” (Kirst, 2007). High school graduation data broken down by ethnicity indicates that 97% of African Americans and 90% of Hispanics are not college-ready upon high school completion (Collins, 2009). This percentage compares to 33% of Caucasian and 25% of Asian students being college-ready at high school completion (Bettinger & Long, 2007). Further, an investigation of gender disparities reveal that males and females tend to perform similarly on college readiness

all (2010) as an instrument that is a web-based application that provides critical data (student scores) on a school or district’s current college readiness practices, and examines annual progress indicators on those practices. The School Diagnostic includes a series of surveys for teachers, administrators, counselors, and students. This diagnostic tool measures and assesses the students on 1,100 different items that come from the following dimensions: Academic, Contextual Skills, Key Cognitive Strategies, and Key Content Strategies. A study conducted by Lombardi, Conley, Seburn, and Downs (2012) found the CCRD tool was extremely helpful to administration and other school staff members in deciphering if first-generation, or underrepresented, students were college/career ready. This assessment will be taken by the students at each school at the beginning of their junior year of high school, beginning of their senior year, and at the end of their senior year. These three scores on each assessment, will allow the researcher the ability to compare data points over an extended period of time, to ascertain if a school counseling program has a substantial impact on underrepresented students college/career

Out of all of the high school graduates in the country, there are 31.4% of high school graduates that do not attend college. Students who do not attend college directly out of high school will struggle to learn the

Educational problems are also among the heading problems of students. Every aspect of education, from the curriculum, methods of instruction, other curricular activities, and disciplines, are the scope of educational guidance. Educational guidance aims to assist students to understand their potentialities, have a clear idea of the different educational opportunities and their requirements such that they can make wise choices as regards to school, colleges, courses, curricular, and extra-curricular activities.